Will introduce chapter 7 of text covering compounds, bonding, and naming. Will teach students reciprocal reading literacy strategy to be used with this chapter and in the future.
The needs of all learners will be accommodated and met through the following items:
A list of the days' activities will be posted on the board prior to students arriving in class.
The list of the days' activities will be reviewed orally with the students at the start of class.
Students will be heterogeneously paired for reading strategy.
Students are given the opportunity to express themselves orally and share ideas before recording summaries.
Lesson will be used address the following RI GSEs:
R–10–7
Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–10–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations]
R–10–7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining)
PS1 (9-11)– 4
Students demonstrate an understanding of the structure of matter by …
4b writing formulae for compounds and developing basic (excluding transition elements) models using electron structure.
4c explaining or modeling how the electron configuration of atoms governs how atoms interact with one another (e.g. covalent, hydrogen and ionic bonding).
Objectives
Students will read pages 225 to 243 of Chapter 7 in Textbooks.
Students will be able to demonstrate reciprocal reading literacy strategy.
Students will be able to accurately and succinctly summarize 2-4 paragraph passages of reading.
Materials
textbook: Prentice Hall Chemistry: Connections to Our Changing World
pens & pencils
lined paper
note-taking guide:
Does anyone read the cereal box in the morning?
Do you read the ingredient list? Do you wonder what some of those chemical names mean?
This unit will introduce chemical bonding. We will use our knowledge about electron orbitals, common ions of metals and nonmetals, and the periodic table to learn how elements and compounds are bonded together. We will learn how the type of bond in a compound dictates how it is named. We will see how some of those names are on ingredient lists for foods we eat and cleansers we use.
While video is playing, pass out note-taking guide and lined paper.
Learning Activities
Reciprocal Reading:
Explain Reciprocal Reading Process:
Work in pairs with 1 book between the pair
1. Preview Passage (pictures, figures, bold/highlighted words, etc)
2. First person: Read Passage aloud.
3. Second person: Ask questions for clarification or understanding.
4. Both: Check for comprehension
5. Both: Write a 1-2 sentence summary of passage.
6. Switch roles and start back at #1 for next passage.
Do a think aloud for Step 1. for first 3 paragraphs under "Ionic Bonds and Ionic Compounds"
Read first 3 paragraphs under "Ionic Bonds and Ionic Compounds"
Demonstrate questions to ask about passage: "What does it mean that the electrical charges of the cations and anions must balance?" "What does balance mean?"
Let's look at the example, Sodium and Chlorine. Sodium ions tend to take on a +1 charge, and Chlorine ions tend to have a -1 charge. I think the term balance means the charges must add up to zero.
Make sure everyone understands passage.
Create a 1-2 sentence summary & record on note-taking guide. "Ionic bonds are always made of a cation and an anion, and are often made up of a metal and a nonmetal."
OK, now I will again read aloud, but assign a student to serve the role of questioner.
Read last 4 paragraphs of Ionic bond section.
Fully go through remaining steps aloud with class. Invite other students to ask any questions they have during question segment after assigned student is done.
Have class agree on summary statement & record on their note-taking guide.
Have students work in pairs to read remainder of chapter up through page 243.
Walk among groups to see if everyone is engaged and on-task, answer any questions students have about readings or the literacy strategy, ask some groups to share with me their summaries and then ask a question to see if they did comprehend the passage.
Closing
OK everyone, so what is one type of bond that we read about?
Who can tell me what makes up an ionic bond?
Remind students that they will need to finish reading at home if they did not finish in class. Encourage them to think of questions as though they were the listener as well as the reader, reminding them that they still have to write summaries of each 2-4 paragraph passage. Read through page 243.
Collect note-taking guides from anyone who is done, remind remaining students that the guides will be collected at start of next class.
Assessment
Formal: Note-taking guides will be collected and graded for appropriate summaries.
Informal: Listen to questions students ask during pairs portion of reading, look at summaries being proposed, answers students give to questions asked.
Homework
Finish reading through page 243, completing note-taking guide.
Unit: Bonding and Naming
Title: Two Heads are Better than One
Lesson Overview
Will introduce chapter 7 of text covering compounds, bonding, and naming. Will teach students reciprocal reading literacy strategy to be used with this chapter and in the future.The needs of all learners will be accommodated and met through the following items:
Lesson will be used address the following RI GSEs:
R–10–7
Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–10–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations]
R–10–7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining)
PS1 (9-11)– 4
Students demonstrate an understanding of the structure of matter by …
4b writing formulae for compounds and developing basic (excluding transition elements) models using electron structure.
4c explaining or modeling how the electron configuration of atoms governs how atoms interact with one another (e.g. covalent, hydrogen and ionic bonding).
Objectives
Students will read pages 225 to 243 of Chapter 7 in Textbooks.Students will be able to demonstrate reciprocal reading literacy strategy.
Students will be able to accurately and succinctly summarize 2-4 paragraph passages of reading.
Materials
textbook: Prentice Hall Chemistry: Connections to Our Changing Worldpens & pencils
lined paper
note-taking guide:
Links to Resources
http://www.youtube.com/watch?v=9SPtxb6zVHM&feature=relatedSafety Issues
noneInstruction
Opening
Does anyone read the cereal box in the morning?Do you read the ingredient list? Do you wonder what some of those chemical names mean?
This unit will introduce chemical bonding. We will use our knowledge about electron orbitals, common ions of metals and nonmetals, and the periodic table to learn how elements and compounds are bonded together. We will learn how the type of bond in a compound dictates how it is named. We will see how some of those names are on ingredient lists for foods we eat and cleansers we use.
How do you take notes on your reading for this class?
Does anyone use summarizing?
Play Sesame Street Video, 2 Heads are Better than 1
http://www.youtube.com/watch?v=9SPtxb6zVHM&feature=related
While video is playing, pass out note-taking guide and lined paper.
Learning Activities
Reciprocal Reading:Explain Reciprocal Reading Process:
Work in pairs with 1 book between the pair
1. Preview Passage (pictures, figures, bold/highlighted words, etc)
2. First person: Read Passage aloud.
3. Second person: Ask questions for clarification or understanding.
4. Both: Check for comprehension
5. Both: Write a 1-2 sentence summary of passage.
6. Switch roles and start back at #1 for next passage.
Have students work in pairs to read remainder of chapter up through page 243.
Walk among groups to see if everyone is engaged and on-task, answer any questions students have about readings or the literacy strategy, ask some groups to share with me their summaries and then ask a question to see if they did comprehend the passage.
Closing
OK everyone, so what is one type of bond that we read about?Who can tell me what makes up an ionic bond?
Remind students that they will need to finish reading at home if they did not finish in class. Encourage them to think of questions as though they were the listener as well as the reader, reminding them that they still have to write summaries of each 2-4 paragraph passage. Read through page 243.
Collect note-taking guides from anyone who is done, remind remaining students that the guides will be collected at start of next class.
Assessment
Formal: Note-taking guides will be collected and graded for appropriate summaries.Informal: Listen to questions students ask during pairs portion of reading, look at summaries being proposed, answers students give to questions asked.
Homework
Finish reading through page 243, completing note-taking guide.Additional Notes